We LOVE reading JK Rowling's Harry Potter and the Sorcerer's Stone! We'll be creating Hogwarts yearbooks to share with Hermione Granger!
Project Title:
Hogwarts Yearbooks
Project Idea:
Students will develop an understanding of characters and will apply their understanding by writing from their perspective. Students will also learn the importance and purpose of text features and will apply their understanding as they organize text by creating a Hogwarts yearbook. Each student will get to create different yearbook pages to display the content covered in Harry Potter and the Sorcerer’s Stone with a focus upon character portrayal and analysis. Students will also choose a Hogwarts student to “be” and will write comments in their yearbook to their character from other Hogwarts students. This will help students place themselves in the shoes of a literary character. This is especially helpful in preparing students to answer EOG questions such as “With which statement would Ron Weasley agree?” These are questions which often are problematic to students.
Driving Question:
-How can we share our understanding of characters?
Audience:
-Hermione Granger
Major Student Product:
-Students will create a Hogwarts yearbook which will encompass their understanding and application of all targeted skills.
Entry Event:
Sorting Hat will evaluate students and tell the class about their great qualities.
Key Ideas and DetailsRL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Craft and StructureRL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
Language Arts Strand
Writing
Language Arts Standard
W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Project Calendar:
Entry Event/Project begins on August 27, 2012. Set calendar to August of 2012 to view calendar of project events.
Prior Reading:
-This is to be completed during the first four weeks of school.
Resources: -Harry Potter and the Sorcerer’s Stone
-classroom supplies such as construction paper, yarn, colored pencils, etc.
-rubistar.com
-class wiki
-http://www.easybib.com/
-http://citation.org/
Assessment: -Summative Assessment –
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations.
-Formative Assessment–
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students’ desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they’ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the beginning of the second week of working on the yearbook based upon the checklist of requirements.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The class will have a Harry Potter Party complete with a day of festivities. To celebrate the completion of our first project, we’ll have a Harry Potter Party Friday. On this day, students will participate in math, science, social studies, and reading activities related to Harry Potter and the Sorcerer’s Stone! They’ll also be allowed to dress up in costume if they choose to do so AS LONG AS A SCHOOL UNIFORM IS STILL WORN UNDER THE COSTUME. There will be a Hogwarts feast after lunch to celebrate the end of our first 5th grade chapter.
We LOVE reading JK Rowling's Harry Potter and the Sorcerer's Stone! We'll be creating Hogwarts yearbooks to share with Hermione Granger!
Project Title:
Hogwarts Yearbooks
Project Idea:
Students will develop an understanding of characters and will apply their understanding by writing from their perspective. Students will also learn the importance and purpose of text features and will apply their understanding as they organize text by creating a Hogwarts yearbook. Each student will get to create different yearbook pages to display the content covered in Harry Potter and the Sorcerer’s Stone with a focus upon character portrayal and analysis. Students will also choose a Hogwarts student to “be” and will write comments in their yearbook to their character from other Hogwarts students. This will help students place themselves in the shoes of a literary character. This is especially helpful in preparing students to answer EOG questions such as “With which statement would Ron Weasley agree?” These are questions which often are problematic to students.
Driving Question:
-How can we share our understanding of characters?
Audience:
-Hermione Granger
Major Student Product:
-Students will create a Hogwarts yearbook which will encompass their understanding and application of all targeted skills.
Entry Event:
Sorting Hat will evaluate students and tell the class about their great qualities.
Content:
Project Calendar:
Entry Event/Project begins on August 27, 2012. Set calendar to August of 2012 to view calendar of project events.
Prior Reading:
-This is to be completed during the first four weeks of school.
Resources:
-Harry Potter and the Sorcerer’s Stone
-classroom supplies such as construction paper, yarn, colored pencils, etc.
-rubistar.com
-class wiki
-http://www.easybib.com/
-http://citation.org/
My Favorite Interactive Harry Potter Site
Great Website with Information about each Book
The Leaky Cauldron
This is a great site about J.K. Rowling and the Harry Potter Series
Fieldtrip to Support Project:
-Virtual tour of Hogwarts: http://www.dailymail.co.uk/news/article-2109071/Incredibly-detailed-model-Hogwarts-Castle-used-Harry-Potter-film-revealed-time.html
Assessment:
-Summative Assessment –
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations.
-Formative Assessment–
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students’ desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they’ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the beginning of the second week of working on the yearbook based upon the checklist of requirements.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The class will have a Harry Potter Party complete with a day of festivities. To celebrate the completion of our first project, we’ll have a Harry Potter Party Friday. On this day, students will participate in math, science, social studies, and reading activities related to Harry Potter and the Sorcerer’s Stone! They’ll also be allowed to dress up in costume if they choose to do so AS LONG AS A SCHOOL UNIFORM IS STILL WORN UNDER THE COSTUME. There will be a Hogwarts feast after lunch to celebrate the end of our first 5th grade chapter.